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THE  NORMAL  SGHOOL 
QUARTERLY 


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Series  13 


January,  1915 


Number  54 


The  Kindergarten  and  Its 
Relation  to  Primary 
Education 


By 

MARGARET  E.  LEE 

UNIVERSITY  OF  ILLINOIS 

mujum — 


PRESIDENT'S  OFFICE 


PUBLISHT  JANUARY,  APRIL,  JULY,  AND  OCTOBER  OF  EACH 
YEAR  BY  THE  ILLINOIS  STATE  NORMAL  UNIVERSITY, 
NORMAL,  ILLINOIS 


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xt 


Normal  School  Quarterly 


Publisht  by  the  Illinois  State  Normal  University,  Normal,  Illinois 


Series  13 


JANUARY,  1915 


THE  KINDERGARTEN  AND  ITS  RELATION 
TO  PRIMARY  EDUCATION 

By 

Margaret  E.  Lee 


THE  VALUE  OP  THE  KINDERGARTEN  IN  EDUCATION 

For  many  centuries  the  attitude  of  the  world  toward 
childhood  was  one  of  indifference,  in  consequence  of  which 
the  value  of  the  early  years  for  educativ  purposes  was  not 
recognized.  The  changes  in  education  during  the  past  fifty 
years,  in  which  the  kindergarten  has  been  a vital  factor,  are 
greater  than  in  any  other  half  century  of  American  school 
history.  Many  influences  have  playd  a part  in  bringing 
about  these  important  changes,  foremost  among  which 
are  (1)  a broad  philanthropy  that  has  characterized  the 
modern  sociological  movement;  (2)  the  new  psychology 
and  the  childstudy  movement  which  have  resulted  in  a 
richer  and  more  vital  conception  of  education  as  a process 
of  development;  (3)  the  kindergarten  which  has  revolu- 
tionized our  ideas  of  education  in  infancy  and  early  child- 
hood by  its  basic  principle  of  development  thru  self-activity 
and  its  emfasis  upon  the  community  spirit  and  the  rights  of 
childhood. 

This  new  education  requires  that  we  begin  at  the  bot- 
tom and  bild  from  the  earlier  stages  upward.  Its  in- 
fluence has  been  felt  in  every  stage  of  school  life.  Speaking 
of  the  kindergarten  and  its  influence  on  higher  institu- 
tions, Dr.  Eliot,  President  Emeritus  of  Harvard  University, 
said,  “The  kindergarten  has  set  the  example  for  the  modernf 
teaching  which  has  come  into  high  schools,  colleges,  and. 
universities  during  the  last  forty  years.” 


2 The  Normal  School  Quarterly 

The  kindergarten  emfasizes  the  fact  that  social  effi- 
cieiicy;and  right  attitudes  in  later  years  are  fundamentally 
dependent  upon  the  way  in  which  children  are  started  in 
lrfe.  It  recognizes  also  the  fact  that  vigorous  and  full  de- 
velopment in  any  stage  of  life  is  dependent  upon  vigorous 
knd  full  development  in  each  preceding  stage,  and  therefore 
that  education  should  be  continuous  and  progressiv,  that 
what  has  been  acquired  in  one  stage  should  be  utilized  in 
constructing  a new  content  of  experience  in  the  stage  to 
follow. 

The  most  receptiv  period  of  life  is  early  childhood,  for 
during  these  first  years  the  child  responds  to  everything 
with  which  he  comes  in  contact.  It  is  at  this  stage  that  the 
kindergarten  is  needed  to  help  children  adjust  themselvs  to 
the  life  about  them  by  connecting  home  and  school  experi- 
ences in  a natural  way. 

A kindergarten  is  a little  community,  where  children 
who  have  the  same  instincts,  impulses,  and  interests,  meet 
on  a common  plane,  to  enlarge  their  experiences  chiefly 
thru  organized  play.  Nearly  a century  ago  Froebel  said, 
“The  plays  of  the  child  contain  the  germ  of  the  whole  life 
that  is  to  follow.”  The  more  we  study  children,  and  the 
more  closely  we  watch  their  progress,  the  more  forcibly  is 
this  truth  imprest  upon  us.  A real  kindergarten  is  true  to 
its  name,  a child  garden,  where  growth  is  neither  forced 
nor  hinderd,  but  where  the  best  conditions  are  provided 
for  awakening  all  the  infinit  possibilities  of  a child  in  a vital, 
wholesome  way.  It  takes  the  child  at  a time  when  his  in- 
terests are  broadening,  his  social  instincts  awakening,  his 
life  habits  forming,  and  places  him  in  an  attractiv,  home- 
like environment,  where  the  stimuli  presented  are  such  as 
will  give  opportunity  for  self-expression  and  promote  the 
growth  of  creativ  power.  The  kindergarten  gives  to  chil- 
dren as  many  concrete  experiences  as  possible,  experiences 
which  relate  to  daily  life.  Excursions  to  observ  changes  in 
nature,  trips  to  the  garden,  to  the  store,  or  to  watch  the  car- 
penter, the  blacksmith  or  the  cobbler  at  work  are  a part  of 
ihe  pland  program  in  every  kindergarten. 

The  songs  and  games  fill  an  important  place  in  the 
daily  program.  The  child’s  natural  love  for  singing  is 
stimulated  first  by  listening,  then  gradually  taking  part  in 
songs  which  are  short  and  simple  both  in  regard  to  words 


The  Kindergarten  and  Primary  Education  8 

and  tone.  The  games  give  opportunity  for  a happy,  joyous 
spirit  of  play.  From  simplest  physical  activities,  such  as 
running,  skipping,  and  dancing,  the  children  are  led  step  by 
step  to  rythmic  games  which  grow  out  of  these  funda- 
mental activities  and  become  organized. 

The  love  of  stories,  which  is  inherent  in  every  child,  is 
deepend  in  the  kindergarten.  Stories  are  told  not  alone  for 
the  plesure  they  give  but  to  cultivate  the  imagination  and 
form  a taste  for  good  literature. 

In  all  the  bilding  and  making  there  is  a motiv  for  work, 
something  to  be  made  for  the  family  at  home,  for  the  doll 
house,  or  for  the  kindergarten  room.  Every  opportunity 
is  given  children  to  suggest  ways  and  means  in  working 
out  these  problems,  and  to  choose  the  materials  with  which 
to  work,  thus  developing  personal  and  co-operativ  in- 
itiativ  and  power  to  plan  a definit  piece  of  work.  Richard 
G.  Boone,  Lecturer  in  Education,  University  of  California, 
says,  “Nowhere  in  all  the  range  of  schooling  is  more 
emphasis  and  intelligent  emphasis,  placed  upon  individual 
initiativ,  and  first  hand  effort,  the  ability  and  disposition 
to  plan,  in  however  simple  way,  than  in  the  kindergarten.” 

The  program  of  the  kindergarten  also  takes  into  ac- 
count both  the  social  and  the  individual  needs  of  the 
children  in  relation  to  the  home,  the  neighborhood,  and  the 
experiences  which  have  alredy  come  into  their  lives.  It  is 
out  of  these  experiences  that  activities  and  interests  which 
are  of  fundamental  worth,  are  chosen  as  starting  points, 
in  guiding  the  group,  as  a whole,  to  broader  and  richer  ex- 
periences. 

The  task  of  training  children  in  obedience  and  curtesy 
should  begin  in  the  home,  but  is  in  many  cases  left  entirely 
to  the  teacher.  American  children  have  been  severely  criti- 
cized for  their  lack  of  manners.  It  is  too  seldom  that  we 
find  a child  who  is  obedient,  respectful  or  reverent.  There 
is  no  better  place  in  which  to  learn  habits  of  order,  clen- 
liness,  self-control,  obedience,  curtesy,  generosity,  honesty, 
and  responsibility  than  in  a little  community  where 
children  are  working  and  playing  together  in  a natural 
and  spontaneous,  yet  directed,  way.  The  kindergarten  may 
be  of  distinct  benefit  to  every  child,  the  child  of  the  poor 
and  of  the  rich,  the  neglected  child,  the  selfish  child,  and  the 


4 


The  Normal  School  Quarterly 


Table  Work 


The  Kindergarten  and  Primary  Education  5 

only  child;  for  all  need  the  socializing  influence  of  a well- 
orderd,  happy  community. 

Certain  directiv  work  should  be  done  during  these  early 
years  which  even  the  best  of  mothers  may  overlook.  Chil- 
dren should  learn  to  sit,  stand,  and  to  walk  well,  to  run 
lightly,  to  skip,  and  to  bow.  They  should  learn  to  shake 
hands,  to  close  a door  quietly,  to  serv  each  other  as  at  the 
kindergarten  luncheon,  to  put  on  and  take  off  wraps  and 
rubbers.  They  should  learn  the  proper  use  of  the  voice  in 
speaking  and  in  singing,  eliminating  all  harsh  tones.  Many 
life-long  reflexes  that  require  constant  shaping  toward  per- 
fection, should  be  establisht  at  this  time.  Whatever  danger 
to  self-consciousness  may  arise  from  such  shaping  will 
be  wisely  met  by  the  teacher  who  has  insight  into  child 
nature,  and  for  that  reason  we  need  for  the  youngest  chil- 
dren those  teachers  only  with  the  best  training,  with  wide 
experience  and  with  sound  judgment. 

One  of  the  greatest  values  of  the  kindergarten  is  that 
it  prolongs  the  period  of  spontaneous  activity  and  keeps 
children  from  formal  work  until  they  have  reacht  a stage 
of  development  when  such  work  can  be  undertaken  with 
highest  profit.  It  has  proved  that  there  are  wiser  methods 
of  educating  children  than  by  introducing  them  at  once 
into  the  mysteries  of  the  three  r’s.  Intellectual  ability  which 
requires  exact  thinking  develops  slowly  in  early  childhood. 
Children’s  interests  center  upon  doing,  making  and  shaping, 
however  crude  may  be  the  results,  and  the  kindergarten 
program  is  arranged  to  make  these  activities  dominant. 
This  is  also  the  age  of  imagination  and  dramatic  impulse. 
A child  will  impersonate  anything  in  nature  or  the  life  about 
him.  Never  again  will  he  do  it  so  spontaneously  and  never 
again  will  this  tendency  be  so  strong.  The  strongest  appeal 
to  dramatic  impulse  comes  from  the  activities  of  people 
right  at  hand.  Therefore  representations  of  adult  activi- 
ties are  manifest.  These  imitations  are  inevitable  and  may 
not  be  ignored  or  given  the  substitute  of  more  formal 
work  with  symbols. 

The  child  who  has  lived  three  hours  of  each  day  in  a 
kindergarten  has  many  interests.  His  senses  have  been 
quickend,  his  attention  developt,  his  hand  traind,  and  his 
body  strengthend.  He  has  learnd  to  express  himself  in 


6 


The  Normal  School  Quarterly 

simple  language,  to  recognize  in  some  degree  the  rights  of 
others  and  to  work  and  play  harmoniously  in  his  little  com- 
munity. Dr.  Balliet  of  New  York  University,  says,  “The 
kindergarten  trains  children  to  live  by  actual  living.  With 
its  freedom,  its  appeal  to  the  fundamental  instincts  of  play 
and  other  activities,  utilizing  them  for  social  and  ethical 
ends,  it  comes  of  all  our  educational  institutions  nearest 
to  being  life  itself.” 

The  work  and  play  materials  of  the  kindergarten  were 
selected  because  of  their  simplicity,  and  therefore  offer  vari- 
ous means  of  expression  to  children.  A child  who  has  many 
finisht  toys  at  home,  finds  these  simple  playthings  alike  at- 
tractiv,  interesting,  and  suggestiv.  In  every  modern  kinder- 
garten these  materials  are  made  in  large  forms,  and  are  no 
longer  subject  to  the  criticism  which  was  cald  forth  fifteen 
years  ago,  that  the  smallness  of  the  material  was  injurious 
to  nerv  and  muscle.  This  change  to  enlarged  material  is 
in  accordance  with  modern  psychological  views  that  the 
larger  and  fundamental  muscles  and  nervs  precede  in  de- 
velopment the  smaller  and  accessory  ones. 

The  kindergarten  has  past  the  stage  of  indiscriminate 
criticism.  It  stands  to-day  on  its  own  merits  and  its  values 
and  methods  have  a recognized  place  in  education. 

THE  RELATION  OF  THE  KINDERGARTEN  TO  THE  PRIMARY  SCHOOL 

The  kindergarten  brings  to  early  childhood  many  values 
that  are  both  cultural  and  practical;  and  if  it  did  no  more 
than  to  contribute  so  richly  to  this  one  stage  of  life,  its  place 
in  education  would  be  justified.  But  in  contributing  to 
the  completeness  of  one  stage,  it  creates  fertil  conditions 
for  more  perfect  growth  and  development  in  the  next  stage. 
For  this  reason  it  is  a matter  of  vital  importance  that  pri- 
mary teachers  should  utilize  the  educativ  experiences  which 
the  child  brings  with  him  from  the  kindergarten.  Altho 
it  is  not  the  aim  of  the  kindergarten  to  prepare  specifically 
for  the  formal  work  of  the  first  grade,  it  does  prepare  in 
very  definit  ways  along  the  following  lines. 

Language. — The  oral  expression  of  the  kindergarten 
is  a direct  preparation  for  the  later  reading  lessons.  Every 
opportunity  is  given  for  oral  expression,  thru  conversations 
about  things  in  the  world  of  nature,  about  pet  animals,  or 
whatever  may  be  of  general  interest.  The  best  literature 


The  Kindergarten  and  Primary  Education  7 

of  childhood  is  presented  thru  stories  and  poems.  The  non- 
sense tale,  presenting  a wholesome  sort  of  fun,  the  imagin- 
ativ  tale,  introducing  the  child  to  the  world  of  fancy,  and 
stories  which  tell  of  real  happenings,  all  have  a rightful 
place  in  this  period.  Thru  the  retelling  of  stories  and  memo- 
rizing of  rimes  and  jingles,  the  child’s  vocabulary  is  in- 
creast,  and  the  use  of  good  English  cultivated. 

Number. — Whatever  number  ideas  the  children  gain 
from  their  kindergarten  experiences  are  incidental.  Games 
furnish  many  opportunities  for  counting  and  grouping. 
Plays  with  the  ring-toss  game  or  with  bean  bags  give  inter- 
esting combinations.  In  the  manual  work  children  are 
constantly  counting,  grouping,  and  combining. 

Nature  Work. — The  nature  work  of  the  kindergarten 
forms  the  starting  point  of  the  science  work  of  the  grades. 
Excursions  to  observ  things  in  nature,  such  as  buds  on  trees, 
the  growth  of  plants,  or  the  habits  of  the  birds  are  frequent. 
The  activities  connected  with  the  making  of  a garden,  the 
care  of  plants  and  when  possible  of  pet  animals,  collecting 
nature  materials,  noting  the  changes  of  the  seasons,  and  the 
wether  conditions  of  each  day,  bring  children  into  close, 
sympathetic  touch  with  the  wonders  of  nature,  and  quicken 
their  powers  of  observation. 

Physical  Training. — The  plays  and  games  give  valuable 
training  both  from  a social  and  a physical  standpoint.  The 
ball  plays,  running  and  skipping  plays  bring  into  action 
the  fundamental  muscles  and  afford  excellent  opportunity 
for  right  co-ordination  and  bodily  control.  Plays  for  sense 
training  develop  a certain  degree  of  discrimination  in  hear- 
ing, sight,  and  touch.  Thru  dramatic  play  children  repro- 
duce the  essential  activities  in  the  world  about  them. 

Music. — The  child’s  first  musical  training  begins  in  the 
kindergarten.  The  songs  and  music  are  carefully  chosen, 
not  only  to  give  plesure,  the  first  consideration,  but  also  to 
awaken  the  rythmic  sense  and  develop  some  appreciation 
of  tone.  This  gives  a basis  for  all  later  work  in  technique. 

Manual  Work. — All  the  handwork  of  the  kindergarten 
has  a definit  motiv.  The  bilding  blocks,  clay-modeling, 
work  in  the  sand  tray,  and  construction  work  offer  various 
means  of  expression  to  children  and  help  to  develop  origi- 
nality, and  creativ  self-activity,  as  well  as  the  ability  to 
follow  simple  directions.  Thru  the  use  of  brush  and  pencil, 


8 


The  Normal  School  Quarterly 


The  Game  Circle 


The  Kindergarten  and  Primary  Education  9 

children  learn  to  illustrate  stories,  to  combine  colors  har- 
moniously, and  to  picture  things  which  they  see  in  life. 

Moral  Training. — The  daily  work  of  the  kindergarten, 
as  a whole,  is  constantly  shaping  the  moral  nature  of  chil- 
dren. Every  opportunity  which  arises  is  utilized  in  foster- 
ing the  right  kind  of  habits  and  checking  those  which  will 
lead  to  harmful  results.  It  is  not  difficult  for  young  chil- 
dren to  be  kind  and  helpful,  to  play  fair,  and  to  recognize 
the  rights  of  others,  when  they  are  associated  with  those  of 
their  own  age,  when  a spirit  of  happiness  prevails,  and  all 
are  working  busily  toward  the  same  end. 

There  is  no  dout  that  this  training  better  prepares  chil- 
dren for  the  work  of  the  primary  grade.  The  majority  of 
first-grade  teachers  agree  that  a child  who  has  spent  a year 
in  the  kindergarten  shows  the  evidence  of  such  training. 
The  experiences  and  interests  which  have  been  brought  to 
him  thru  contact  with  nature,  thru  story,  song,  and  games, 
and  the  abundant  opportunities  for  expression,  form  a rich 
content  upon  which  to  bild  in  introducing  the  more  formal 
work. 

Several  years  ago  a questionaire  was  sent  out  to  the 
primary  teachers  of  Boston  inquiring  if  children  from  the 
kindergarten  were  better  prepared  for  first-grade  work  than 
children  directly  from  the  home.  “One  hundred  thirty-three 
answers  signd  by  the  teachers  were  receivd.  Of  these  one 
teacher  preferd  the  home  children.  All  the  others,  one 
hundred  and  thirty-two,  wrote  that  the  kindergarten  chil- 
dren were  much  better  prepared  for  the  work  of  the  first, 
year.  Having  thru  stories,  songs,  and  talks  acquired  the 
power  to  express  their  thoughts,  and  having  acquired  the 
fund  of  ideas  upon  which  to  base  their  thoughts,  they  had 
more  ability  in  oral  expression  and  language  work.  The 
comparisons  in  the  kindergarten  helpt  in  the  number  work; 
and  the  skill  with  their  hands,  develop!  during  the  kinder- 
garten year,  was  of  the  greatest  benefit  in  their  manual 
work.” 

The  difference  in  age  and  development  of  a child  when 
he  leaves  the  kindergarten  in  June  and  when  he  enters  the 
first  grade  in  September  is  too  slight  to  warrant  the  differ- 
ence in  hours,  equipment,  method,  and  curriculum  that 
now  exist.  Parents  frequently  complain  that  teachers  da 


10  The  Normal  School  Quarterly 

not  take  pains  to  find  out  what  experiences  children  alredy 
have  as  they  come  to  them  from  the  kindergarten  or  from 
the  home.  The  result  is  that  the  entire  group  is  subjected 
to  the  same  curriculum,  without  regard  to  any  previous 
training.  This  fact  accounts  in  large  mesure  for  the  waste 
in  education  which  occurs  in  the  primary  grade  because 
the  experiences  of  the  kindergarten  are  not  utilized.  In 
order  that  there  shall  be  closer  unification  between  the  kin- 
dergarten and  the  primary  grades  it  is  necessary  for  primary 
teachers  to  be  traind  in  the  theory  and  practis  of  the  kinder- 
garten and  for  kindergartners  to  have  thoro  training 
in  primary  work.  It  is  just  as  essential  that  kindergartners 
shall  know  the  curriculum  and  methods  of  the  primary 
school  as  that  primary  teachers  shall  become  imbued  with 
the  spirit  and  method  of  the  kindergarten. 

Much  of  the  training  for  kindergartners  and  primary 
teachers  should  be  along  the  same  lines.  Because  the  kin- 
dergarten has  proved  a strong  factor  in  transforming 
modern  educational  theory  and  practis,  there  is  a demand 
for  primary  teachers  who  have  been  traind  in  the  kinder- 
garten. Normal  schools  and  teachers  colleges  that  maintain 
kindergarten  departments  offer  the  best  opportunity  for 
such  training. 

Dr.  P.  P.  Claxton,  United  States  Commissioner  of  Edu- 
cation, as  well  as  other  prominent  educators,  have  exprest 
themselvs  in  favor  of  the  kindergarten.  Dr.  Claxton  says, 
“The  kindergarten  is  a vital  factor  in  American  education 
both  for  its  direct  work  with  young  children  in  the  kinder- 
garten and  for  its  influence  on  the  care  of  children  in  the 
home  and  on  the  method  of  teaching  in  the  school.  It  ought 
to  become  a part  of  the  public  school  system  in  every  city, 
town,  and  village  in  the  country.” 

And  again  he  says,  “ If  all  homes  were  ideal,  still  the 
broader  social  life  for  which  Froebel  pleaded  for  the  chil- 
dren would  need  to  be  supplied  by  the  kindergarten.  But, 
alas,  they  are  not  all  ideal.  In  many  grinding  poverty  and 
traditional  ignorance  have  done  their  work  all  too  perfect- 
ly. In  many  there  is  want  of  mother  love For  many 

children  the  home  is  on  the  street.  In  many  homes  of  welth 
and  refinement  the  ignorant  nurse  is  the  child’s  most  con- 
stant companion. 


11 


The  Kindergarten  and  Primary  Education 

“ ‘But  the  kindergarten  costs  money,’  I think  I hear  some 
one  say;  ‘we  cannot  afford  it.’  We  can  afford  it,  and  all 
other  educational  facilities  necessary  for  the  full  education 
of  our  people.” 

If  we  accept  the  testimony  of  our  leading  educators. in 
regard  to  the  value  of  the  kindergarten,  should  we  not  make 
vigorous  effort  to  have  kindergartens  establisht  as  the  first 
step  in  the  public  school  system  of  Illinois? 

EXTENSION  OF  THE  KINDERGARTEN 

That  the  kindergarten  has  won  for  itself  a permanent 
place  in  education,  a brief  account  of  its  growth  will  show. 
The  increase  in  the  United  States  within  recent  years  has 
been  most  pronounst.  In  1902  there  were  3244  kinder- 
gartens with  an  enrolment  of  205,432  and  ten  years  later 
7557  with  an  enrolment  of  353,546.  (Letter  of  Transmittal, 
Bulletin  No.  6,  1914,  Bureau  of  Education.)  During  the 
last  decade  the  number  of  kindergartens  has  trebled.  Be- 
sides those  in  connection  with  our  public  schools,  there  are 
private  kindergartens  and  those  of  a charitable  nature. 
The  latter  are  supported  by  social  settlements,  by  churches, 
by  associations,  and  by  some  manufacturers  and  mill 
owners  that  are  interested  in  social  welfare  work.  Many 
colleges,  universities,  and  state  normal  schools  also  support 
kindergartens.  There  is  increasing  evidence  of  a growing 
interest  in  this  movement  on  the  part  of  educators  and  so- 
ciety in  general  thruout  the  country.  We  have  in  our 
country  to-day  several  large  organizations  whose  purpose 
is  to  guard  the  welfare  of  little  children:  the  International 
Kindergarten  Union,  the  National  Congress  of  Mothers,  the 
Legislativ  and  Kindergarten  Committees  of  various  State 
Congresses  of  Mothers,  and  the  National  Kindergarten  Asso- 
ciation. There  is  also  a kindergarten  department  in  connec- 
tion with  the  National  Education  Association  and  a kinder- 
garten division  in  the  Bureau  of  Education  at  Washington. 
These  organizations  have  been  effectiv  agencies  in  increas- 
ing the  number  of  kindergartens  and  in  promoting  their 
adoption  as  the  basis  of  the  school  system  in  many  com- 
munities. The  establishment  of  a kindergarten  division 
in  the  Bureau  of  Education  “is  the  outgrowth  of  the  com- 
missioner’s conviction  that  the  kindergarten  has  a value 
for  American  education,  and  that  it  should  form  an  organic 


12  The  Normal  School  Quarterly 


An  Exercize  in  Clay-Modeling 


13 


The  Kindergarten  and  Primary  Education 

part  of  the  school  system.”  (Report  Commissioner  of  Edu- 
cation, June  30,  1913.)  Its  purpose  is  to  collect  such  infor- 
mation as  will  help  show  the  needs  and  progress  of  the 
movement,  as  well  as  to  aid  in  the  constructiv  work  for  more 
kindergartens,  better  teaching  and  improved  conditions. 

Greater  interest  in  the  kindergarten  has  been  mani- 
fested on  the  part  of  primary  teachers  and  school  oflisials 
during  recent  years  than  at  any  other  time.  This  interest 
is  shown  by  the  large  body  of  primary  teachers  and  princi- 
pals who  are  studying  its  methods  and  by  the  number  of 
superintendents  who  are  investigating  its  true  worth.  One 
reason  for  this  markt  interest  is  the  fact  that  kindergartens 
are  rapidly  increasing  in  number  and  primary  teachers  and 
school  offisials  recognize  the  necessity  of  acquainting  them- 
selvs  with  its  theory  and  practis.  In  New  Jersey  a kinder- 
garten examination  is  required  of  all  who  desire  to  become 
principals.  Another  reason  is  that  the  kindergarten  with 
its  basic  principle  of  development  has  wrought  a wonder- 
ful change  in  the  spirit  and  method  of  the  work  in  the 
grades. 

In  the  University  of  Chicago  during  the  summer  of 
1912  the  number  of  students  registerd  in  the  kindergarten 
department  was  fifty  per  cent  greater  than  in  the  preceding 
summer,  nearly  half  being  primary  teachers.  The  recent 
increase  in  numbers  in  the  kindergarten  department  of 
Teachers  College,  New  York  City,  is  also  very  great. 

In  1913  a model  kindergarten  for  observation  purposes 
was  opend  at  Wellesley  College  in  connection  with  the  de- 
partment of  education.  Harvard  University  proposes  soon 
to  start  a model  school  for  children  and  youth,  by  estab- 
lishing a kindergarten  and  the  first  three  elementary  grades, 
adding  the  other  grades  later. 

The  kindergarten  is  a part  of  the  public-school  system 
in  a large  number  of  cities  and  towns  in  the  United  States. 
With  one  exception  it  has  been  adopted  by  every  city  in 
Wisconsin  with  a population  above  10,000,  and  by  many 
smaller  towns.  We  find  a striking  contrast  in  the  State  of 
Illinois.  Nearly  all  the  kindergartens  of  Illinois  are  in 
Chicago.  Only  three  other  cities  of  the  state  have  made  the 
kindergarten  a part  of  their  school  systems.  For  every  1,000 
children  in  Illinois  between  the  age  of  four  and  six,  only  37 
are  enrold  in  the  kindergarten.  New  Jersey  heds  the  list 


14  The  Normal  School  Quarterly 

with  278  enrold  for  every  1,000.  Illinois  ranks  twenty-fifth. 
A law  was  past  in  California  last  year  authorizing  school 
boards  to  establish  kindergartens,  if  twenty-five  parents 
present  a petition  for  that  purpose.  Thus  we  see  that  edu- 
cators and  legislators  in  other  states  are  more  and  more 
making  the  kindergarten  the  starting  point  in  their  public 
school  system,  yet  no  state  needs  it  more  than  Illinois. 

COST  OF  EQUIPPING  AND  MAINTAINING  A KINDERGARTEN 

In  spite  of  the  remarkable  progress  which  the  kinder- 
garten has  made  in  recent  years,  and  its  adoption  by  many 
of  our  leading  educational  institutions,  there  are  still  many 
states  in  which  it  is  not  a part  of  the  school  system.  One 
reason  for  its  non-adoption  is  a wide-spred  belief  that  it 
is  expensiv,  that  it  takes  more  of  the  public  funds  than  can 
be  spared  for  the  education  of  little  children.  Those  who 
hold  the  latter  belief  are  still  unmindful  of  the  fact  that 
money  invested  for  education  in  early  childhood  brings 
large  returns.  It  often  means  sound  bodies,  sound  minds, 
and  useful  citizens,  in  place  of  the  types  that  later  help  to 
fill  the  ranks  of  the  inefficient  and  dependent. 

Because  the  cost  of  maintaining  a kindergarten  has 
been  considerd  greater  than  that  of  maintaining  a primary 
grade  and  because  the  people  in  many  cities  have  not  de- 
manded this  training  for  their  children,  many  superin- 
tendents and  school  boards  have  not  yet  adopted  it.  The 
school  laws  of  Illinois  do  not  provide  for  the  education  of 
children  under  six  years  of  age.  However  any  city  may  es- 
tablish kindergartens  if  they  are  supported  by  local  tax- 
ation. The  annual  per  capita  cost  of  maintaining  kinder- 
gartens in  Chicago  is  about  $22.29  and  that  of  the  primary 
school  $30.71.  The  cost  of  equipping  and  maintaining  a 
kindergarten  is  no  greater  than  the  cost  of  equipping  and 
maintaining  a modern,  up-to-date  primary  school.  The 
greatest  expense  for  equipment  will  be  for  a piano,  tables 
and  chairs.  Every  kindergarten  must  have  a piano.  The 
cost  of  the  regulation  tables  and  chairs  need  not  be  more 
than  the  cost  of  seats  and  desks  for  the  grades.  The  kinder- 
garten room  should  be  large  and  well  ventilated  with  plenty 
of  sunshine.  It  should  be  made  attractiv  by  plants  and 
pictures.  Expensiv  pictures  are  not  necessary,  as  excellent 
posters  may  be  purchased  at  slight  expense.  The  chairs 


15 


The  Kindergarten  and  Primary  Education 

should  be  suited  to  the  various  hights  of  the  children. 

A large  part  of  the  material,  such  as  cardboard,  colord 
papers,  mounting  sheets,  and  crayons  will  need  to  be  re- 
newd  each  year. 

When  at  all  possible  there  should  be  a place  for  garden 
activities  as  well  as  a suitable  playground. 

The  following  list  contains  all  necessary  apparatus, 
materials,  and  song  books.  This  equipment  will  accommo- 
date thirty  children,  if  they  are  divided  into  three  groups. 
Even  with  one  teacher  this  division  is  necessary  but  an 
assistant  or  helper  should  be  provided,  if  possible. 

Permanent  Equipment 


1 piano  $200  00 

4 tables  6'  x 2'%'  x 21"  28  00 

3 doz.  Mosher  chairs  25  50 

30  sets  rubber  tips  for  chairs  2 40 

1 sand  table  10  00 


Song  Books  and  Instrumental  Music 

Hofer’s  Music  for  the  Child  World,  Vol.  II 1 50 

Hofer’s  Children’s  Old  and  New  Singing  Games 50 

Hofer’s  Popular  Folk  Games  and  Dances  75 

Neidlinger’s  Small  Songs  for  Small  Singers  75 

Smith-Poulsson’s  Songs  of  a Little  Child’s  Day  1 50 

Crowninshield’s  Mother  Goose  Songs  60 

Bentley’s  Song  Primer  30 

Gaynor’s  Songs  of  the  Child’s  World,  Part  1 1 00 

Hill’s  Song  Stories  for  the  Kindergarten  1 00 


Materials 


5 First  Gift 7 50 

10  Second  Gift 6 00 

10  Third  Gift 7 50 

10  Fourth  Gift 7 50 

10  Fifth  Gift  15  00 

10  Sixth  Gift  15  00 

150  square  tablets  of 

wood  1 80 

150  half  squares  of 

wood  1 80 

150  equilateral  triangles  1 80 

200  sticks  1 x 3-16  ...  16 


2 dozen  shoe  laces  ...  20 

10  peg  boards  4 00 

1000  pegs,  2 x 3-16  . . 80 

18  scissors  2 25 

2 doz.  boxes  colord 

crayon  1 20 

20  lbs.  clay  1 00 

12  tubes  paint  1 20 

1 V2  dozen  brushes  (size 

7)  1 13 

1 dozen  paint  pans...  40 

2 yds.  white  oilcloth..  40 


16  The  Normal  School  Quarterly 


The  Story  Hour 


The  Kindergarten  and  Primary  Education 

17 

200  sticks  2 x 3-16  . . 

22 

10  pkg.  mounting  paper 

200  sticks  4x3-16  ... 

32 

9 x 12  

1 50 

200  sticks  8 x 3-16  . . . 

52 

6 pkg.  manila  No.  20 

100  rings  2-inch  diame- 

9  x 12  

3 18 

ter  

1 05 

2 

pkg.  Springfield 

100  half  rings  2-inch  di- 

white  

2 64 

ameter  

30 

1 

conductor’s  punch . . 

50 

2000  half-inch  beads, 

6 

five- inch  rubber 

spheres,  cubes,  cyl- 

balls  

1 80 

inder  

4 00 

Toys  are  not  included  in  this  list,  but  they  should  be 
in  every  kindergarten,  where  the  funds  permit.  Dolls,  a 
doll’s  bed,  a child’s  broom  and  dustpan,  a set  of  dishes, 
picture  books,  a ring-toss  game,  a bean-bag  board,  and  a 
hoop  to  spin  are  some  of  the  toys  which  are  in  constant 
demand  during  free  play  periods.  Musical  instruments, 
such  as  drums,  triangles,  tambourines,  and  sweet  toned 
bells  are  a delight  to  children  and  afford  excellent  oppor- 
tunity for  developing  the  rythmic  sense. 

Nature  provides  many  and  varied  materials  for  the 
handwork.  Seeds,  haws,  acorn  cups  and  small  cones  may 
be  used  for  stringing.  Autum  leavs  make  garlands,  baskets, 
or  when  prest,  decorations  for  the  room. 

Excluding  furniture  for  the  room,  the  cost  of  equipping 
a kindergarten  need  not  be  more  than  $75  to  $100.  After 
the  first  year  the  allowance  for  materials  is  usually  from 
$20  to  $25.  In  some  cities  where  materials  are  orderd  in 
large  quantities,  even  less  is  required.  Little  children  “learn 
by  doing”  and  the  right  kind  of  material  with  which  to 
work  offers  the  best  incentiv  for  growth  along  creativ  lines. 

KINDERGARTEN  DEPARTMENT  OF  THE  ILLINOIS  STATE 
NORMAL  UNIVERSITY 

/.  The  Kindergarten-Primary  Course. — This  course 
is  offerd  to  meet  the  demand  for  primary  teachers  with  kin- 
dergarten training.  A satisfactory  completion  of  this  course 
entitles  a student  to  a certificate  to  teach  in  either  a kinder- 
garten or  in  the  first  two  grades  of  the  primary  school. 
The  course  covers  a period  of  two  years.  Students  are  ad- 
mitted at  the  beginning  of  the  fall  term  only.  They  must 
be  graduates  of  an  accredited  high  school  or  must  have  done 
equivalent  work.  Four  terms  of  observation  and  teaching 


18 


The  Normal  School  Quarterly 

in  the  kindergarten  and  two  terms  of  teaching  in  the  pri- 
mary grades  are  required.  The  course  is  printed  in  full 
below. 

II.  The  Kindergarten. — The  Kindergarten  of  the 
Illinois  State  Normal  University  servs  as  an  observation  and 
practis  school  for  a large  number  of  young  women  who  are 
studying  to  become  kindergartners  and  teachers  in  primary 
grades.  The  kindergarten  room  in  the  Thomas  Metcalf 
School  is  large,  airy,  and  attractiv.  It  has  a southeast  ex- 
posure with  plenty  of  sunshine  and  a modern  system  of 
ventilation.  It  accommodates  sixty  children  and  is  well 
equipt  with  such  materials  as  are  best  suited  to  the  needs 
and  use  of  little  children.  There  is  ample  room  for  marching 
and  group  games.  More  children  have  applied  for  entrance 
than  can  be  admitted,  which  shows  the  pressing  need  for 
more  public  kindergartens  in  this  immediate  vicinity. 


KINDERGARTEN-PRIMARY  PROGRAM 

This  program  is  for  teachers  of  the  kindergarten  and 
the  first  two  grades  of  the  elementary  school.  It  is  pland 
for  high-school  graduates  and  meets  the  requirements  of 
the  new  law  for  the  certification  of  teachers. 


Fall 

Kindergarten  Theory 
Kindergarten  Tech- 
nics 

Physiology  9 
Music  2 

Physical  Training 
Kindergarten  Obser- 
vation 


78  weeks— 26  credits 
JUNIOR  YEAR 

Winter 

Kindergarten  Theory 
Kindergarten  Tech- 
nics 

Kindergarten  Practis 
Psychology 
Primary  Handwork 
Physical  Training 

Summer  Term 


Spring 

Kindergarten  Tech- 
nics 

Kindergarten  Practis 
Primary  Music 
Advanst  Nature  Study 
Primary  Drawing 
Physical  Training 


General  Method 
Arithmetic  Method 

SENIOR  YEAR 

Kindergarten  Theory  Kindergarten  Theory  Sociology 
Kindergarten  Practis  Reading  Method  Primary  Geografy 

Educational  Psy-  Geografy  2 Color 

chology  History  of  Education  Playground  Manage- 

Literature  Method  Teaching  ment 

Teaching 


The  Kindergarten  and  Primary  Education  19 

$ KINDERGARTEN  TECHNICS  (Junior  Year) 

This  course  includes  a study  of  the  gifts,  occupations, 
song,  stories,  plays  and  games  of  the  kindergarten.  Original 

* exercises  are  pland  by  each  member  of  the  class,  and  pre- 
sented for  discussion  and  criticism. 

Gifts. — A study  is  made  of  the  Froebelian  gifts  as 
educational  toys  in  connection  with  other  play  materials 
to  discover  their  value  as  means  of  expression. 

Occupations. — The  kindergarten  occupations  are  studied 
in  connection  with  modern  construction  work  and  nature 
materials  suited  to  the  use  of  children. 

Games  and  Rhythms. — In  this  connection  a study  is 
made  of  the  play  instincts  of  children.  Plays  and  games 
adapted  to  different  stages  of  the  child’s  development  are 
considerd,  their  educational  value  noted,  and  practis  given 
in  playing  kindergarten  games.  A classification  of  plays 
and  games  is  made,  including  motor,  sensory,  and  dramatic 
plays,  traditional  ring  games,  rhythmic  exercises,  and 
marches. 

Story-telling . — Different  kinds  of  stories  are  discust, 
their  origin  and  value.  Principles  of  selection,  adaptation, 
and  classification  are  considerd  and  opportunity  is  given 
to  tell  stories  to  different  groups  of  children. 

kindergarten  theory  (Junior  Year;  fall  and  winter) 

The  aim  of  this  course  is  a study  of  Froebel’s  general 
theories  and  Mother  Plays,  in  connection  with  modern  child- 
study  literature. 

Texts : Hughes’s  FroebeVs  Educational  Laws , Froebel’s 
The  Mother  Plays. 

kindergarten  theory  (Senior  year) 

Fall  Term. — This  includes  a study  of  the  history  of  the 
kindergarten  and  the  relation  of  the  kindergarten  to  the 
primary  grades. 

Text:  Vandewalker’s  History  of  the  Kindergarten  in 
American  Education. 

# Winter  Term. — This  course  deals  with  the  principles 

of  program-making,  problems  in  administration,  and  the 

Montessori  system  of  education. 

J special  course  (Spring  term) 

This  course  is  pland  for  primary  teachers  who  wish 


20  The  Normal  School  Quarterly 

some  knowledge  of  the  principles  and  practis  of  the  kinder- 
garten. It  is  recommended  to  all  teachers  who  are  training 
for  primary  work.  All  fazes  of  kindergarten  work  are  dis- 
cust  with  daily  observation  of  groups  of  children. 


i' 


